The recognition of the role of transversal skills in the school makes it neces- sary to deepen this field of research in order to respond to the need for train- ing of these skills for the teaching profession. After a review of national and international studies, both theoretical and empirical, the “multi-dimensional” character of transversal social competences is highlighted, trying to identify the main factors common to the various classifications proposed in the liter- ature. The evidence presented helps to define the significance of the socio- relational and communicative transversal skills of the teacher as the ability to relate to the other by listening to his needs in an empathic and collaborative way. The main outcomes of an empirical survey are also presented, aimed at exploring some socio-relational competences recognized in international lit- erature as relevant for the teaching profession (Sociability, Ability to establish contacts, Sensitivity, Team orientation, Assertiveness); detected through the administration to 80 teachers of high schools of different disciplines, of the “Social Competence” scale of BIP Questionnaire (Business-focused Inventory of Personality, by Hossiep, Paschen (2003), adapted to the Italian population by Fossati and Ciancaleoni (2013). In summary, it is noted that the professors examined need to further develop their transversal socio-relational and com- municative skills: this is possible thanks to specific training programs.
Il riconoscimento del ruolo delle competenze trasversali nella scuola rende necessario l’approfondimento di tale ambito di ricerca per rispondere alla ne- cessità di una formazione di tali competenze per la professione docente. Dopo una rassegna di studi nazionali e internazionali, sia teorici sia empirici, si evidenzia il carattere ‘multidimensionale’ delle competenze trasversali di tipo sociale cercando di identificare i principali fattori comuni alle varie clas- sificazioni proposte in letteratura. Le evidenze presentate contribuiscono a definire il significato delle competenze trasversali socio-relazionali e comu- nicative del docente come la capacità di mettersi in relazione con l’altro ascol- tando le sue esigenze in modo empatico e collaborativo. Vengono riassunti gli esiti principali di un’indagine empirica volta ad esplorare alcune compe- tenze socio-relazionali (Socievolezza, Capacità di stabilire contatti, Sensibilità, Orientamento al team, Assertività), rilevate attraverso la somministrazione a 80 docenti di scuole secondarie superiori, della scala sulle “Competenze So- ciali” del Questionario BIP (Business-focused Inventory of Personality) di Hos- siep, Paschen (2003), adattato alla popolazione italiana da Fossati e Ciancaleoni (2013). In sintesi, si rileva che i docenti esaminati necessitano di sviluppare ul- teriormente le loro competenze trasversali di tipo socio-relazionale e comu- nicativo: ciò è possibile grazie specifici programmi di formazione.
Biasi, V., Caggiano, V., Ciraci, A.M. (2019). Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana Soft Skills of teachers: towards a new field of research and training. FORMAZIONE & INSEGNAMENTO, XVII(3), 92-103 [10.7346/-fei-XVII-03-19_07].
Soft Skills degli insegnanti: verso un nuovo ambito di ricerca e formazione nella scuola secondaria italiana Soft Skills of teachers: towards a new field of research and training
Biasi V.;Caggiano V.;Ciraci A. M.
2019-01-01
Abstract
The recognition of the role of transversal skills in the school makes it neces- sary to deepen this field of research in order to respond to the need for train- ing of these skills for the teaching profession. After a review of national and international studies, both theoretical and empirical, the “multi-dimensional” character of transversal social competences is highlighted, trying to identify the main factors common to the various classifications proposed in the liter- ature. The evidence presented helps to define the significance of the socio- relational and communicative transversal skills of the teacher as the ability to relate to the other by listening to his needs in an empathic and collaborative way. The main outcomes of an empirical survey are also presented, aimed at exploring some socio-relational competences recognized in international lit- erature as relevant for the teaching profession (Sociability, Ability to establish contacts, Sensitivity, Team orientation, Assertiveness); detected through the administration to 80 teachers of high schools of different disciplines, of the “Social Competence” scale of BIP Questionnaire (Business-focused Inventory of Personality, by Hossiep, Paschen (2003), adapted to the Italian population by Fossati and Ciancaleoni (2013). In summary, it is noted that the professors examined need to further develop their transversal socio-relational and com- municative skills: this is possible thanks to specific training programs.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
